Westbury High School
Science Department Lesson Plan
A merger of Madeline Hunter’s Lesson Cycle and the 5-E Method of Instruction
Teacher: Greiner
Date: 10/27/14-10/31/2014
Subject: Physics
Lesson: Free Body Diagrams
LESSON OBJECTIVE: What will your students be able to do by the end of the class?
Scholars will be able to develop and interpret Free Body force diagrams.
Defining Success
STANDARDS ADDRESSED: TEKS and ELPs
PHYS.1A, 2E- Design and implement investigative procedures
including making observations, asking well-defined questions,
formulating testable hypotheses
2F, 2G, 2H - Make measurements with accuracy and precision
and record data using scientific notation and International
System (SI) units.
4A -
4B Describe and analyze motion in one dimension using
equations with the concepts of distance, displacement,
speed, average velocity, instantaneous velocity, and
acceleration.
MISCELLANEOUS INFORMATION
Marzano’s Strategies, key concepts or
questions
Small group
Making hypothesizes
How do I develop a free body force
diagram from a written description of a
physical system and how do I use the
diagram to interpret the motion of the
system?
ELPS.C.1.a Use prior knowledge and experiences to
understand meanings in English.
ELPS.C.3.e Share information in cooperative learning
interactions.
Lesson Cycle
ANTICIPATORY SET: (ENGAGE): A “hook” to get the students interest and
attention. (A question, picture, 2-3 minute long video clip, a demonstration).
T/W – Students are shown a football flying through the air and asked to diagram
all the forces on it at the time the picture was taken. In the picture the ball has
already left the hand of the quarterback. Students will generally misinterpret the
forces as “staying with the football” once the ball has left the hand. Correct them
that what makes the ball keep going is inertia and not the force.
Th/Fr – Show students picture of moon and ask gravity question about how the
weight of an astronaut will differ on the moon than on the earth.
7E Lesson Plan Template 2010
MATERIALS
PPT
SmartBoard
Composition books.
TEACHING/INSTRUCTIONAL PROCESS: (EXPLORE/EXPLAIN): Provide
students with a common experience (Labs, hands on activities). Debrief activity,
teach concept.
T/W – Teacher will lead discussion regarding what a force diagram is.
Th/Fr – Teacher will review gravity concepts and give students a flow chart to
help with gravity problems.
GUIDED PRACTICE AND MONITORING: (EXPLAIN). Interactive discussions
between teacher and students. Guide/help students as they solve problems
and/or answer questions. Clarify misconceptions and check for understanding.
T/W – Students will be shown various situations and asked to draw the
corresponding force diagrams. The correct diagrams will be displayed after
students have an opportunity to attempt them.
Th/Fr – Scholars will be led through a calculation regarding gravity using the flow
chart given.
INDEPENDENT PRACTICE: (ELABORATE) Students apply the information
learned in the Explain to answer questions or solve problems.
T/W - Scholars will work on force diagram questions that are combined with
Newton’s second law questions to review that material missed on Snapshot
exam.
Th/Fr – Scholars will work gravity problems on their own as teacher monitors
EVALUATE: Assess student mastery. (Quizzes, Lab Reports, Unit tests)
them..
T/W – Scholars will be graded on individual work done on the force diagrams.
Th/Fr – Scholars will be graded and be given feedback on individualized
gravitation and Newton’s Law problems.
7E Lesson Plan Template 2010